the iep process by kristin j. szewczyk ed.d./ccc-slp intermediate unit 1
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The IEP Process by Kristin J. Szewczyk Ed.D./CCC-SLP Intermediate Unit 1 Speech-Language Pathologist. WELCOME!. Training Objectives. Discuss/Define terms associated with the Individualized Education Plan (IEP) process Define the steps in the IEP process Discuss the content of the IEP - PowerPoint PPT PresentationTRANSCRIPT
The IEP Process
by
Kristin J. Szewczyk Ed.D./CCC-SLPIntermediate Unit 1
Speech-Language Pathologist
WELCOME!
Training Objectives
Discuss/Define terms associated with the Individualized Education Plan (IEP) process
Define the steps in the IEP process
Discuss the content of the IEP
Discuss the role of the parent in the IEP process
Discuss accepting your child’s disability
Identifying resources for the family
Terms
IEP-Individualized Education Plan
IDEA – Individual’s with Disabilities Education Act
FAPE – “Free appropriate public education”
Parent Consent
(Pennsylvania Department of Education, 2009; Slater & Norlin, 2007;
U. S. Department of Education, 2004, 2006a, 2007a)
Terms
LRE- Least Restrictive Environment
ESY- Extended School Year
Inclusion
Accommodations/Modifications
Procedural Safeguards(Pennsylvania Department of Education, 2009; U. S. Department of Education, 2006a, 2006c,
2006d, 2007a)
Where do we begin?
Identification
Child may be in need of special education services
“Child Find” activities (U. S. Department of Education, 2000, p. 2)
Referral Reasons School Personnel or Parent(Pennsylvania Department of Education, 2009; U. S. Department of Education, 2000, 2006a)
Evaluation
Parent Consent
Assessed in ”areas related to the suspected disability” (U. S. Department of Education, 2000, p. 2).
Performed by a team of qualified professionals
60 days to complete the evaluation
(Pennsylvania Department of Education, 2005; U. S. Department of Education, 2000, 2006a,
2006b)
Eligibility
Review results of evaluation Evaluation Team Parents
Determine eligibility for special education services IDEA Guidelines Disability Categories
(Pennsylvania Department of Education, 2009; U. S. Department of Education, 2006a, 2006b)
Disability Categories
Autism
Deafness-Blindness
Emotional Disturbance
Hearing Impairment
Mental Retardation
Multiple Disabilities
Orthopedic Impairments
Other Health Impairment
Specific Learning Disability
Speech/Language Impairment
Traumatic Brain Injury
Visual Impairment(Pennsylvania Department of
Education, 2009; U. S. Department of Education, 2006a)
Individualized Education Plan (IEP)
If student is found eligible, IEP meeting is held within 30 days after evaluation
IEP Team
IEP is written Needs of the student
(U. S. Department of Education, 2000, 2006a, 2006b, 2006c)
IEP Implementation
Written IEP is put into practice Implemented when parent consent is given Accommodations, Modifications, Related Services, etc.
Parents must receive a copy of the IEP
Teachers responsible for implementing IEP Must have access to a copy of the IEP
(U. S. Department of Education, 2000, 2006a, 2006b)
Measuring IEP Progress
Progress towards goals/objectives is measured Teachers/Related Service Providers
Parents informed of progress
(U. S. Department of Education, 2000, 2006a, 2006b)
Review of the IEP
At least once per year May be revised as needed
IEP meeting IEP team in attendance
Update IEP To meet current needs of student
Academic/functional performance levels Goals/Objectives
(U. S. Department of Education, 2000, 2006a, 2006b)
Reevaluation
Determine if student continues to be eligible for special education services Assess need for additional special education services
At least every 3 years
May be more frequent, depending on disability category
May be requested at any time by school personnel or parent
(U. S. Department of Education, 2000, 2006a, 2006b)
Content of the IEP
Academic/Functional Performance
Accommodations for Assessments/ Alternate Assessments
Transition Services
Goals and Short-Term Objectives How progress will be measured
(Pennsylvania Department of Education, 2005; U. S. Department of Education, 2000, 2006a, 2006c, 2007b)
Sample Goals/Objectives
Reading Goal: When presented with a timed weekly reading test, Joe will read 40-60 words per minute on four out of six tests.
How progress will be measured: Timed weekly tests
How parents will be informed of progress: Quarterly progress reports
(IEPWriter.com, 2008)
Sample Goals/Objectives
Math Goal: Given a weekly math probe, Joe will increase his digits correct per minute from 20 to 30 per minute at a math grade equivalent of grade 4.5 on four out of six probes.
How progress will be measured: Weekly Math Probe
How parents will be informed of progress: Quarterly progress reports
(IEPWriter.com, 2008)
Sample Goals/Objectives
Functional Given a toothbrush and toothpaste, Joe will independently complete 8 out of 10 steps involved with tooth brushing on four out of six measures of performance. Objective 1: Given a toothbrush and toothpaste, Joe will independently complete 4 out of 10 steps involved with tooth brushing on four out of six measures of performance.
Objective 2: Given a toothbrush and toothpaste, Joe will independently complete 6 out of 10 steps involved with tooth brushing on four out of six measures of performance.
(IEPWriter.com, 2008)
Sample Goals/Objectives
Functional (continued)
How progress will be measured: Data collection, observation, and consultation with staff
How parents will be informed of progress: Quarterly progress reports
(IEPWriter.com, 2008)
Content of the IEP
Supplementary Supports Related Services Program Modifications ESY services
Educational Placement Type of services Location of services
(Pennsylvania Department of Education, 2009;
U. S. Department of Education, 2000, 2006a, 2006c)
Role of the Parent
Request Evaluation/Reevaluation
Provide Input for Evaluation/Reevaluation/IEP
Inform IEP team of progress outside of school
Parent Rights Procedural Safeguards
(Pennsylvania Department of Education, 2005, 2009;U. S. Department of Education, 2000, 2006a, 2006b,
2006d)
My child has a disability.
You are not alone. Educational Team Ask Questions/Express Concerns Learn more about the disability
Resources and Supports for Families Family Support Groups Counseling Therapies outside of the school environment
(Bailey & Smith, 2000; Hastings & Johnson, 2001)
Resource List
Families and Advocates Partnerships for Education (FAPE)
PACER Center 4826 Chicago Avenue South Minneapolis, MN 55417-1098
(888) 248-0822; (612) 827-2966; (612) 827-7770 (TTY) E-mail: [email protected]; Web: www.fape.org
National Information Center for Children and Youth with Disabilities (NICHCY) P.O. Box 1492 Washington, DC 20013 (800) 695-0285 (Voice/TTY); (202) 884-8200 (V/TTY) E-mail: [email protected] ; Web: www.nichcy.org Education
Resource List
Office of Special Education Programs Office of Special Education and Rehabilitative Services U.S. Department of Education Mary E. Switzer Building 330 C Street SW Washington, DC 20202
(202) 205-5507 (Voice/TTY) Web: www.ed.gov/offices/OSERS/OSEP
Resource List
Special Education Manual and IEP Process Flowchart http://www.ped.state.nm.us/seo/iep/e5.intro.pdf
Special Education in Plain Language http://www.specialed.us/Parents/pliepprocess.htm
Resource List
Support for Families of Children with Disabilities 2601 Mission Street Suite 606San Francisco, CA 94110
415-282-7494 Web: http://www.supportforfamilies.org/
Resource List
Technical Assistance for Parent Centers—
The Alliance PACER Center
4826 Chicago Avenue
South Minneapolis, MN 55417-1098
(888) 248-0822; (612) 827-2966
(612) 827-7770 (TTY)
E-mail: [email protected]
Web: www.taalliance.org
Conclusion
Terms associated with IEP Process
IEP Process
Content of the IEP
Role of the Parent
Accepting Child’s Disability
(Bailey & Smith, 2000; Hastings & Johnson, 2001; Pennsylvania Department of Education, 2005, 2009; U. S. Department of Education, 2000, 2004, 2006a,
2006b,2006c, 2006d, 2007a, 2007b)
Questions?
References
Bailey, B., & Smith, S. (2000). Providing effective coping strategies and supports
for families with children with disabilities. Intervention in School and Clinic, 35(5), 294-296. Retrieved June 13, 2009, from
Wilson Web database.
References
Hastings, R. P., & Johnson, E. (2001). Stress in UK families conducting intensive home- based behavioral intervention for their young child with autism. Journal of Autism and Other Developmental Disorders, 31(3), 327-335. Retrieved September 13, 2008,
from Wilson Web database.
References
IEPWriter.com. (2008). Individualized education plan. Retrieved June 13, 2009, from https://www.iepwriter.com/pa/app/ user/index.asp
References
Pennsylvania Department of Education. (2005). Individuals with Disabilities Education Improvement Act (IDEIA) 2004 P.L. 108-446: What’s new? Retrieved June 9, 2009, from http://www.pde.state.pa.us/special_edu/lib/ special_edu/IDEIA0305_six_slide_handout.pdf.
References
Pennsylvania Department of Education. (2009). Chapter 14 special education services and programs state regulations compared to part 300 Individuals with Disabilities Education Act
federal regulations. Retrieved June 10, 2009, from http://www.pattan.net/files/law/sidebyside021209.pdf.
References
Slater, A. E., & Norlin, J. W. (2007). Autism case law: A desktop reference to key decisions. Horsham, PA: LRP
Publications.
References
U. S. Department of Education. (2000). A guide to the Individualized Education Program (IEP). Retrieved June 9, 2009, from http://www.ed.gov/parents/needs/speced/iepguide/iepguide.pdf.
References
U. S. Department of Education. (2004). Statute. Retrieved June 12, 2009, from http://idea.ed.gov/download/statute.html.
References
U. S. Department of Education. (2006a). Assistance to states for the education of
children With disabilities and preschool grants for children with disabilities; Final rule. Retrieved June 11, 2009, from http://idea.ed.gov/download/
finalregulations.pdf.
References
U. S. Department of Education. (2006b). IDEA regulations: Changes in evaluation and reevaluation. Retrieved June 10, 2009, from http://idea.ed.gov/explore/view/p/ %2Croot%2Cdynamic%2CTopicalBrief %2C4%2C.
References
U. S. Department of Education. (2006c). IDEA regulations: Individualized education program (IEP). Retrieved June 10, 2009, from http://www.ed.gov/policy/speced/ guid/idea/tb-iep.pdf.
References
U. S. Department of Education. (2006d). IDEA regulations: Procedural safeguards, surrogate parents, notice and consent. Retrieved June 12, 2009, fromhttp://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,15.
References
U. S. Department of Education. (2007a). Free appropriate public education for students
with disabilities: Requirements under section 504 of the Rehabilitation Act of
1973. Retrieved March 10, 2009, from http://www.ed.gov/about/offices/list/ocr/ docs/FAPE504.pdf.
References
U. S. Department of Education. (2007b). IDEA regulations: Secondary transition. Retrieved June 11, 2009, from http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,17.